Managing Disruptive Behavior in the Classroom: Strategies for Success

Teachers hold an incredible influence in shaping the lives of their students. Through their guidance, they help young minds understand the world, build confidence, and develop lifelong skills.

However, teaching isn’t without its challenges. When faced with disruptive or defiant behavior, what starts as a mission to inspire can quickly turn into a daily struggle for classroom control.

Some behavioral challenges stem from underlying mental health conditions such as oppositional defiant disorder (ODD), conduct disorder, or attention deficit hyperactivity disorder (ADHD). In other cases, behavioral difficulties may be linked to issues at home. If you suspect a student may be struggling with an undiagnosed disorder or experiencing hardship outside of school, consider reaching out to a school psychologist, social worker, or mental health professional. Their expertise can help ensure the student’s well-being remains the top priority.

At the same time, disruptive behavior can impact the entire learning environment. It can distract other students, reduce valuable instructional time, and create stress for both educators and classmates. Fortunately, there are proactive strategies teachers can use to encourage positive behavior and minimize disruptions in the classroom.

Effective Strategies for Managing Classroom Behavior

1. Implement the Good Behavior Game

A fun and research-backed approach to fostering positive behavior, the Good Behavior Game involves dividing the class into teams and setting clear behavioral expectations. When a team member breaks a rule, their team earns a point. At the end of class, the team with the fewest points wins and earns a reward. This method leverages peer accountability and social motivation to reinforce good behavior while maintaining a collaborative atmosphere.

2. Involve Students in Creating Classroom Rules

Giving students a say in establishing classroom rules can help them feel heard and increase their willingness to follow expectations. Keep the rules simple, clear, and consistently enforced. It’s also important to separate actions from identity—reminding students that making a mistake doesn’t define them as a person.

3. Maintain a Consistent Routine

For students who struggle with focus or impulsivity, a structured schedule can make a big difference. Try to introduce more challenging material earlier in the day when students are most attentive and incorporate a variety of activities to keep engagement levels high. Predictability in the classroom helps create a sense of stability and reduces behavioral issues.

4. Avoid Power Struggles

Some students thrive on pushing boundaries and engaging in arguments. When confronted with defiance, stay calm and avoid escalating the situation. Remaining composed and emotionally detached prevents conflict from escalating and models self-regulation for students.

5. Reinforce Positive Behavior

Recognizing and praising desired behaviors—such as listening attentively, completing assignments on time, or raising a hand before speaking—helps reinforce good habits. The key is to be sincere and specific with praise, focusing on behaviors you want to encourage rather than generic compliments.

Final Thoughts

By using these strategies with patience and consistency, teachers can create a more structured and positive classroom environment. Behavioral challenges may not disappear overnight, but with the right approach, disruptions can be minimized, allowing all students the opportunity to learn and grow.

Sources

Barrish, H., Saunders, M., & Wolf, M. (1969). Good behavior game: effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2(2), 119–.

Conduct Disorder Fact Sheet. (2014). Retrieved September 13, 2020, from http://www.aecsd.education/tfiles/folder1488/Fact Sheet_ConductDisorder14.pdf

Everyday rules that really work! This practical six-point plan for establishing rules and routines offers sure steps toward an orderly and productive classroom. (2003). Instructor (1990), 113(1), 25–.

Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home. (2009, February 13). Retrieved September 13, 2020, from https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-identifying_pg4.html

Strategies for Teaching Students with Behavioral Problems: Resilient Educator. (2018, April 06). Retrieved September 13, 2020, from https://resilienteducator.com/classroom-resources/strategies-for-teaching-students-with-behavioral-problems/